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Deidra Glaser
EDU - 214
Dr.Flowers
11/22/2107
Objectives:
● In this lesson, students are introduced to using metaphors and similes in writing and daily
● Students will be able to identify and understand similes and metaphors in writing and
speech.
● CCSS.ELA-LITERACY.RL.5.4
○ Determine the meaning of words and phrases as they are used in a text, including
Materials:
● Guided PowerPoint
● MicroSoft Word
● The Mona Lisa by Leonardo da Vinci, and The Lucanian portrait of Leonardo da Vinci.
Procedure:
Step One: Turn on guided powerpoint and go over what we will be covered for the day.
Step Two: Cover first two slides. The first slide asks the students what they think metaphors and
similes are, followed by the second slide which includes the standard definitions for similes and
metaphors. Introduce metaphors and how they enliven ordinary language. Creative writers use
metaphors as an efficient and economical way to use words, and also as a way to describe
subjects and feelings that are complex. Explain the importance of metaphors in our daily
a.) the writer suggests that the sun is brilliant, shining, sparkling, and many more
a.) Explain how the sounds and the movement of a motorcycle can remind us of an
angry animal.
Similes and Metaphors 2
b.) Call students' attention to the items being compared. Have students mimic with
4.) “School is like a toaster. You put something in and it comes out better than it was
before.”
b.) Identify to students that even younger students can come up with metaphors and
be creative.
Step Four: Discuss the similarities and differences between the two forms of writing. Have
students give reasons for their answers and discuss their interpretations as a class. Write possible
Step Five: Following there will be a video on Similes and Metaphors. This will take about three
minutes. However it is very informative and provides great examples and definitions of similes
and metaphors.
Step Six: After the ideas and concepts of metaphors and similes are understood by the students
present the next two slides which include the paintings of: The Mona Lisa by Leonardo da Vinci,
On word document have students describe both paintings, and create one similes and metaphor
for each.
Step Seven: Have some of the students share their creations and thoughts.
Step Eight: Then show the poem, “The Road Not Taken,” by Robert Frost. Have different
students read each stanza or read the whole poem to the class. During reading ask guided
questions such as, “What is he comparing,”and “Did he use a simile of metaphor anywhere?”
After ask the students what they think the whole poem is a metaphor for? Possible answers could
be life in general, or a having to make a choice not oftenly chosen. Have the students put the
Step Nine: Have students write their own reflections about the poem in the word document.
Step Ten: Have students finish up word document assignment and assessment by writing three
new metaphors and similes.. Help students with any questions or problems. Collect assignment.
Independent Practice:
Students will be creating their own similes and metaphors. They will also be writing their own
reflections on what they think of the poem “The Road Not Taken.”
Closure:
Students will be working on creating different metaphors based off of artwork in the slide. This
can be done alone, or while talking in class or groups. Students can also be listening to the
Assessment:
1. Create one metaphor and simile based off of the The Mona Lisa by Leonardo da Vinci.
2. Create one metaphor and simile based off of The Lucanian portrait of Leonardo da Vinci.
This lesson can be adapted for students with special needs by having the lesson and assignment
correlate along with the student IEP. The assignment can be done with more hands on examples
Total:
Similes and Metaphors 6